Estrategia ecopedagógica para desarrollo de moda sostenible en los estudiantes del programa Tecnología en Gestión de la Moda de las Unidades Tecnológicas de Santander, Bucaramanga

Abstract

This qualitative research study proposes the design and implementation of an ecopedagogical “Plan of 5 actions for the development of environmental competencies – CIPEC”, strategy which is suggested as a methodological guide for teaching processes, and inclusive and cross-disciplinary projects using experiential learning from a holistic and constructivist approach for the development of sustainable fashion in the students taking the program entitled Technology in Fashion Management at the Unidades Tecnológicas de Santander (UTS). Right from the beginning I have favored action research as a methodological design approach with the students ’and instructors’ using instruments such as by an ecopedagogical tour, a semi-structured questionnaire and the hydrological and carbon footprint. The latter provided a diagnosis of background knowledge, attitudes and habits which, either consciously or unconsciously, the students and instructors have been carrying out in their daily lives ignoring the environmental impact of their actions in the planet. Thus, by providing these spaces for participation, analysis, reflection and proposal, they contributed to the construction of a transversal learning and action project called "UTS Sustainable Fashion Week", with activities that address design strategies for development, production and marketing of clothing and accessories such as upcycling, customization and reuse, becoming the appropriate scenario for the implementation of the CIPEC eco-pedagogical strategy. The implementation of CIPEC allowed favorable results related to the level of environmental awareness that the student and instructor developed with each activity and the transformative potential for the solution of environmental problems related to fashion in a transdisciplinary and interdisciplinary manner. In addition, I observed that collaborative student-student and student-instructor work was reinforced.